Spill Christine, Gatin Amélie
Rech Soins Infirm. 2019 Jun;137(2):62-76. doi: 10.3917/rsi.137.0062.
Context : Since 2006, all students in healthcare, including student nurses, follow an emergency care curriculum. This curriculum uses simulation, which can be psychologically harmful to students. Objective : this study explores tutors' strategies to establish and maintain students' psychological safety during the emergency care simulations. Method : A qualitative study was conducted within an exploratory framework. Qualitative data were collected by semi-structured interviews. The sample subjects were emergency care tutors. Results : The tutors identified risk factors affecting the students' psychological wellbeing during simulations. Having assessed these risks, tutors deploy prevention strategies. When a student is in psychological distress, they implement several remedial tools. These strategies intervene at the three stages of the simulation : the briefing, the scenario, and the debriefing. Discussion : The importance of psychological risks for students must be taken into consideration by the tutors in simulation. Those risks must be anticipated from the design to the execution of simulation sessions. Conclusion : The management of students in psychological distress should be better addressed in the tutors' own training.
自2006年以来，所有医疗保健专业的学生，包括学生护士，都要学习急救护理课程。该课程采用模拟教学，但这可能会对学生造成心理伤害。目的：本研究探讨教师在急救护理模拟教学中建立和维持学生心理安全的策略。方法：在探索性框架内进行定性研究。通过半结构化访谈收集定性数据。样本对象为急救护理教师。结果：教师确定了模拟教学期间影响学生心理健康的风险因素。在评估这些风险后，教师会部署预防策略。当学生出现心理困扰时，他们会采用几种补救措施。这些策略在模拟教学的三个阶段进行干预：简报、情景模拟和汇报总结。讨论：教师在模拟教学中必须考虑学生心理风险的重要性。从模拟教学的设计到实施，都必须预见到这些风险。结论：教师自身的培训应更好地解决学生心理困扰的管理问题。
